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Eastern Caribbean Child-friendly Schools Newsletter Vol 9, 2016 n WELCOME - pg 2 n ACKNOWLEDGEMENTS - pg 4 n UP CLOSE - pg 5 n IN FOCUS - pg 7 - Teachers At Look Out Primary In Montserrat Give Up Lunch Time To Ensure School Safety - pg 7 - Bethel High School - St. Vincent & The Grenadines- Implements INSIDE Disaster Management In The Curriculum - pg 7 - Adrian T. Hazelle’s School Safety Team Prepares Students to Deal with Natural Disasters - pg 8 - Speyside Anglican and Roborough Anglican In Tobago – Anti-Bullying Campaign - pg 8 n STUDENT VOICES - pg 9 n PRINCIPAL’S CORNER - pg 10 WHAT’S WHAT’S n NEWS FROM THE FIELD - pg 12 1 IN TOUCH Newsletter Vol. 9, 2016 WELCOME Welcome to the 9th issue of In Touch. The aim is provide educators with good practices at schools implementing the Child-Friendly/ Effective School (EFS) framework in the Eastern Caribbean Area, which they can consider for possible implementation in their own classrooms. In the Eastern Caribbean, the implementation of the Child-Friendly School (CFS) / Effective Schools Framework (ESF) first started in 2007 with the main focus on positive behavioural management. This was primarily done in an attempt to reduce the use of corporal punishment by teachers and to address issues of interpersonal violence among children, which were becoming a concern for regional governments. Recognising that a holistic approach must be taken to improve the psychosocial environment for students, the CFS model in the Eastern Caribbean has been expanded to include the following: Healthy and Health Promoting Practices –including teaching Health and Family Life Education Student centred Education School Leadership and Management Safe, Protective and Nurturing Environment To date more than 50,000 students in the Eastern Caribbean are being exposed to CFS / EFS practices and the numbers keep growing. -
Honourable Curtis King Minister, Ministry of Education and National Reconciliation (St Vincent and the Grenadines)
Honourable Curtis King Minister, Ministry of Education and National Reconciliation (St Vincent and the Grenadines) St Vincent and the Grenadines Curtis M. King is a Vincentian by birth. He received his early education at the Belair Government School, the St. Vincent Grammar School, the St. Vincent Teachers Training College and the Commonwealth Caribbean Youth Centre in Georgetown, Guyana. He taught for 13 years (1983-1996) at the Gomea Methodist and CW Prescod Primary Schools before attending the University of the West Indies, St Augustine Campus. He graduated from UWI in 1999 with a Bachelor of Arts Degree, in History with honours. Mr. King also holds a Post Graduate Diploma in Educational Management and Leadership from the University of Technology of Jamaica. Upon his return to St. Vincent and the Grenadines, Mr. King was assigned to the St. Vincent Grammar School as Graduate History Teacher. He later served as Deputy Principal (Ag.) of the JP Eustace Memorial Secondary School and the West St. George Secondary School. In 2010 Mr. King was appointed Deputy Headmaster of the St. Vincent Grammar School. A post he held until 2013 when he was finally elevated to the position of Headmaster of his beloved alma mater, the St. Vincent Grammar School. He held the post until his retirement from the public service on 24th January, 2019. Mr King’s period of administration at the St. Vincent Grammar School witnessed significant strides in academic, sports and extra –curricular activities. The School recorded an average pass rate of just over 92% at the annual CXC-CSEC Examinations and won all of the annual Inter-Secondary School Athletics, Table Tennis and U-15 Cricket competitions during that period. -
Heritage Education — Memories of the Past in the Present Caribbean Social Studies Curriculum: a View from Teacher Practice Issue Date: 2019-05-28
Cover Page The handle http://hdl.handle.net/1887/73692 holds various files of this Leiden University dissertation. Author: Con Aguilar E.O. Title: Heritage education — Memories of the past in the present Caribbean social studies curriculum: a view from teacher practice Issue Date: 2019-05-28 Chapter 6: The presence of Wai’tu Kubuli in teaching history and heritage in Dominica 6.1 Introduction Figure 6.1: Workshop at the Salybia Primary School Kalinago Territory, Dominica, January 2016. During my stay in Dominica, I had the opportunity to organize a teachers’ workshop with the assistance of the indigenous people of the Kalinago Territory. Although the teachers interact with Kalinago culture on a daily basis, we decided to explore the teachers’ knowledge of indigenous heritage and to challenge them in activities where they could put their knowledge into practice. We then drew animals, plants, tools and objects that are found in daily life in the Kalinago Territory. Later on in the workshop, we asked teachers about the Kalinago names that were printed on their tag names. Teachers were able to recognize some of these Kalinago names, and sometimes even the stories behind them. In this simple way, we started our workshop on indigenous history and heritage — because sometimes the most useful and meaningful learning resources are the ones we can find in our everyday life. This case study took place in Dominica; the island is also known by its Kalinago name, Wai’tu Kubuli, which means “tall is her body.” The Kalinago Territory is the home of the Kalinago people. -
National Report on Higher Education in Grenada
Higher Education in Grenada NATIONAL REPORT ON HIGHER EDUCATION IN GRENADA Prepared by Yvonne Bobb-Smith for IESALC/UNESCO International Institute for Higher Education in Latin American and the Caribbean Caracas, Venezuela April, 2005 1 Higher Education in Grenada CONTENTS I HISTORICAL DEVELOPMENT OF HIGHER EDUCATION 1. Overview 6 2. Evolution of Higher Education in phases 6 (i) 1930-1951 6 (ii) 1952-1957 6 (iii) 1960-1969 7 (iv) 1970-1983 7 3. Outstanding features of Higher Education programmes 7 (i) Programme suitability 7 (ii) Effects of regionalization 7 (iii) Effects of internationalization 8 (iv) Effects of the Grenada Revolution 8 (v) Institutional development, 1984-1966 8 II STRUCTURE AND FUNCTION OF HIGHER EDUCATION INSTITUTIONS 10 1. Introduction 10 2. Type of institution 10 (i) University of the West Indies Centre (UWI Centre) 10 (ii) T.A. Marryshow Community College (TAMCC) 10 (iii) St. George’s University (SGU) 11 3. Functions 11 (i) UWI Centre 11 (ii) TAMCC 11 (iii) SGU 12 4. Regulations and laws governing the structure and functions 12 (i) UWI Centre 12 (ii) TAMCC 12 Committee functions 13 (iii) SGU 14 2 Higher Education in Grenada III HIGHER EDUCATION: ADMINISTRATION OF ACCESS & DEMOGRAPHICS 1. Characteristics of procedures 15 (i) UWC 15 (ii) TAMCC 15 (iii) SGU 15 2. Administration 16 3. Mechanism regulating access 16 (i) UWC 16 (ii) TAMCC 16 (iii) SGU 16 (iv) TLIU 16 4. Demographics 17 (i) UWC 17 (ii) TAMCC 17 (iii) SGU 17 IV HIGHER EDUCATION: ADMINISTRATION AND MANAGEMENT 18 1. Characteristics 18 2. Election and appointment of authorities 18 (i) UWC 18 (ii) TAMCC 18 (iii) SGU 18 3. -
The Impact of Pre-Kindergarten Programs on Student Achievement in Mississippi Elementary Schools
University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2017 The Impact Of Pre-Kindergarten Programs On Student Achievement In Mississippi Elementary Schools Fletcher B. Harges University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Educational Leadership Commons Recommended Citation Harges, Fletcher B., "The Impact Of Pre-Kindergarten Programs On Student Achievement In Mississippi Elementary Schools" (2017). Electronic Theses and Dissertations. 513. https://egrove.olemiss.edu/etd/513 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. THE IMPACT OF PRE-KINDERGARTEN PROGRAMS ON STUDENT ACHIEVEMENT IN MISSISSIPPI ELEMENTARY SCHOOLS A Dissertation Presented for the degree of Doctor of Philosophy in the Department of Educational Leadership The University of Mississippi by FLETCHER B. HARGES August 2017 Copyright © 2017 by Fletcher B. Harges All rights reserved ABSTRACT Each of the states bordering Mississippi invests large amounts of money in providing children with state-funded pre-k programs in their public schools. However, Mississippi falls behind these states and does not similarly invest in this effort to provide many of its children with the opportunity to attend state-funded pre-k programs. Because school readiness is such a huge concern for instructional leaders of Mississippi schools, there is a need to determine the benefits associated with offering pre-k to all students throughout the state. Therefore, the purpose of this study was to examine the impact pre-k has on the academic achievement of students in Mississippi school districts. -
Monitoring Educational Performance in the Caribbean / Emanuela De Gropello
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Washington, D.C. Washington, THE WORLDBANK Emanuela diGropello in theCaribbean Performance Monitoring Educational WORLD BANK WORKING PAPER NO. 6 NO. PAPER WORKING BANK WORLD Copyright © 2003 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, N.W. Washington, D.C. 20433, U.S.A. All rights reserved Manufactured in the United States of America First printing: June 2003 1 2 3 4 05 04 03 World Bank Working Papers are published to communicate the results of the Bank's work to the development community with the least possible delay. The typescript of this paper therefore has not been prepared in accordance with the procedures appropriate to journal printed texts, and the World Bank accepts no responsibility for errors. Some sources cited in this paper may be informal documents that are not readily available. The findings, interpretations, and conclusions expressed in this paper are entirely those of the author(s) and do not necessarily reflect the views of the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal sta- tus of any territory or the endorsement or acceptance of such boundaries. The material in this publication is copyrighted. The World Bank encourages dissemination of its work and normally will grant permission for use. -
Ministries of Education in Small States: Case Studies of Organizatlon and Management
DOCUMENT RESUME ED 346 549 EA 023 891 AUTHOR Bray, Mark, Ed. TITLE Ministries of Education in Small States: Case Studies of Organizatlon and Management. INSTITUTION Commonwealth Secretariat, London (England). REPORT NO ISBN-0-85092-367-0 PUB DATE 91 NOTE 307p.; Companion volume is entitled "Making Small Practical: The Organisation and Management of Ministries of Education in Small States." AVAILABLE FROMCommonwealth Secretariat Publications, Marlborough House, Pall Mall, London, England SW1Y 5HX, United Kingdom (5 pounds). PUB TYPE Reports - Research/Technical (143) -- Collected Works - General (020) EDRS PRICE MFO1/PC13 Plus Postage. DESCRIPTORS Case Studies; *Educational Administration; *Educational Development; Elementary Secondary Education; Foreign Countries; *Government (Administrative Body); Higher Education; *Organizational Effectiveness; Politics of Eduration; Public Administration; *State Departments of Education IDENTIFIERS *Commonwealth of Nations; *Smal:. Countries ABSTRA('T Case studies on ministries of education were sought from states with populations under 1.5 million and displayinga wide range of economic, geographic, and cultural diversity. The introduction has six main sections: (1) information on definitions and the contents of the book;(2) an account cf other Comonwealth Secretariat initiatives on education in small states;;3) literature on education in small states; (4) literature on public adminiltration in small states; (5) the appli.cability and limitations ofthe work; and (6) an outline on the structure of the book. A 73-item bibl.iography follows the introduction. The 14 countrystudies in the book are grouped in 5 sections by their geographicallocation in the world:(1) Africa (Botswana, The Gambia, and Seychelles); (2)Asia (Brunei Darussalam and Maldives); (3) Caribbean (Barbados,Dominica, Guyana, Montserrat, and St. -
The World Bank for OFFICIAL USE ONLY
Document of The World Bank FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No: 29047 PROJECT APPRAISAL DOCUMENT ON A PROPOSED LOAN IN THE AMOUNT OF US$3.1 MILLION AND Public Disclosure Authorized CREDIT IN THE AMOUNT OF SDR2.2 MILLION (US$3.1 MILLION EQUIVALENT) TO THE GOVERNMENT OF SAINT VINCENT AND THE GRENADINES FOR AN OECS EDUCATION DEVELOPMENT PROJECT IN SUPPORT OF THE THIRD PHASE OF THE OECS EDUCATION DEVELOPMENT PROGRAM Public Disclosure Authorized 27 May 2004 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Public Disclosure Authorized CURRENCY EQUIVALENTS (Exchange Rate Effective 25 May 2004) Currency Unit = Eastern Caribbean Dollar (EC$) EC$2.68 = US$l FISCAL YEAR January 1 - December 31 ABBREVIATIONS AND ACRONYMS APL Adjustable Program Lending BEP Basic Education Project CAS Country Assessment Strategy CDB Caribbean Development Bank CDU Curriculum Development Unit CEE Common Entrance Exam CIDA Canadian International Development Agency CKLN Caribbean Knowledge and Learning Network cxc Caribbean Examinations Council DFID Department for International Development EC$ Eastern Caribbean Dollars EA Environmental Assessment EMIS Education Management Information System EPM Education Programme Manager (for DFID) EPMU Education Project Management Unit EPSC Education Project Steering Committee EPU Education Planning Unit EKMN Education Knowledge Management Network ESDP Education -
Universalising Secondary Education in the Caribbean: Contrasting Perspectives
Caribbean Educational Research Journal The University of the West Indies Vol. 4, No. 1, April 2016, 97-114 Cave Hill Campus Universalising Secondary Education in the Caribbean: Contrasting Perspectives Verna Knight University of the West Indies, Cave Hill Campus, Barbados Having adopted a regional conceptualisation of basic education as being necessarily inclusive of secondary level schooling, emerging research on Caribbean countries’ experiences with Universal Secondary Education (USE) highlight a plethora of concerns which have implications for educational quality at the secondary level (Knight, 2014; Knight & Obidah, 2014; Marks, 2009; Thompson, 2009). Such concerns mandate a re-examination of national justifications and extent of support for USE. As such, this paper discusses the national justifications for USE, and uses data collected from students, teachers, principals and ministry officials as a basis for an evaluation of stakeholder reactions and support USE in the tri-island state of Grenada. The findings show that students strongly support being granted the opportunity for a secondary education, and share a belief in a direct relationship between completion of secondary schooling and improved life prospects. Principals and teachers however, have concerns that USE may have limited secondary schools’ capacity to provide a quality education for every child. Given new global support for USE as a post-2015 education goal (UNESCO/UNICEF, 2013; UIS/UNICEF, 2015) this paper adds to a growing body of work relevant to informing effective education planning and policy development at the regional and international levels. Keywords: Caribbean Education, Universal Secondary Education, Secondary Education Introduction “Education represents the hopes, dreams and aspirations of children, families, communities and nations around the world – the most reliable route out of poverty and a critical pathway towards healthier, more productive citizens and stronger societies.” (UNESCO/UNICEF, 2015, p. -
Development and Strengthening of Agricultural Education in Grenada
DOCUMENT RESUME CE 042 719 AUTHOR Headers, 0. Donald TITLE Development and Strengthening of Agricultural Education in Grenada. A Report. INSTITUTION Michiagn State Univ., East Lansing. Dept. of Agricultural and Extension Education. PUB DATE 26 Mar 85 NOTE 31p.; A study conducted during October-November 1984 at the request of the Caribbean Agricultural Extension Project in cooperation with the Ministry of Agriculture and the Ministry of Education. For related documents, see CE 042 720-723. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Agricultural Education; *Change Strategies; Curriculum Development; Economic Development; Educational Cooperation; *Educational Improvement; *Educational Needs; Educational Policy; Elementary Secondary Education; *Foreign Countries; Government Role; Government School Relationship; Needs Assessment; Policy Formation; Postsecondary Education; Public Policy; School Roie; Teacher Education; *Vocational Education IDENTIFIERS Caribbean Agricultural Extension Project; *Grenada ABSTRACT A study examined present agricultural education programs in Grenada and made recommendations for needed improvements. Data for the evaluation were obtained from numerous documents and publications, field trips, and discussions with key officials in various ministries and institutions, including the Ministry of Agriculture, Ministry of Education, Technical and Vocational Institute, Institute for Further Education, and Food and Nutrition Council. The data collected from these sources indicated -
Dominica State College Dominica - Agriculture
C-EFE PROGRAM- INSTITUTIONAL PARTNERSHIP INSTITUTION’S PROFILE AND TERMS OF REFERENCE DOMINICA STATE COLLEGE DOMINICA - AGRICULTURE AUGUST 2012 REF: CAR-07 TABLE OF CONTENTS Executive Summary ........................................................................................................................ 1 Institutional Mandate ...................................................................................................................... 2 Brief History ........................................................................................................................... 2 Strategic Plan Elements .......................................................................................................... 2 Priority Issues for the Next 2-3 Years ..................................................................................... 3 The Development of the College Agri-Business Program ............................................................. 4 Rationale ................................................................................................................................. 4 Goal ......................................................................................................................................... 5 Purpose .................................................................................................................................... 5 Contextual Overview .............................................................................................................. 5 Project Context............................................................................................................................... -
Caribbean Regional Community Revitalization and Disaster Mitigation Program
CARIBBEAN REGIONAL COMMUNITY REVITALIZATION AND DISASTER MITIGATION PROGRAM FINAL REPORT MARCH 2006 This publication was produced for review by the United States Agency for International Development. It was prepared by Planning and Development Collaborative International Inc. CARIBBEAN REGIONAL COMMUNITY REVITALIZATION AND DISASTER MITIGATION PROGRAM FINAL REPORT This report was prepared by PADCO’s contract with USAID Contract No. EPP-I-00-04-00026- 00, Task Order No. EPP-I-01-04-00026-00. Please direct all queries regarding this report to: Planning and Development Collaborative International (PADCO) 1025 Thomas Jefferson St., NW Suite 170, Washington DC, 20007 Telephone: +1 (202) 337-2326 Fax: +1 (202) 944-2351 Email: [email protected] DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Table of Contents Table of Contents ........................................................................................................................... i Acronyms...................................................................................................................................... iv I. Executive Summary .................................................................................................................. 1 II. Background .............................................................................................................................. 2 1 Impact of 2004 Hurricanes Season